方略培训--英语写作课教案.pdf

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1、For assignments,save/upload this file using your Pinyin name and assignment number(e.g.Yanxiaolingasst1.doc).Also,use this lesson plan when you teach an observed lesson.Complete it and submit it to the trainer before your lesson.Name(English)Name(Pinyin)Candidate No.SchoolJennyDai ShaojuanQKNo.27mid

2、dle schoolLesson No.LevelNo.studentsUnit 7sevenDate28-04-2021Main Lesson FocusLanguage:GrammarVocabularyFunctions32(underline oneone)Skills:ReadingListeningSpeakingWritingLesson length45For students to(review,use,develop,practise)(1).To learn to use some adjectives about peoples appearances(about ha

3、ir.height.build)(2).Practice writing some sentences(have/hashair.be of medium height/build.be+adj)AssumptionsAssumptionsWhat your students already know(about the language,an activity,the topic)that will help them in this lesson?1.Students have learned and practised the present simple tense and the t

4、hird personal singulars before.2.Students have learned some adjs about different colors,different builds and different heights.Anticipated Problems and SolutionsAnticipated Problems and SolutionsVery specific problems and solutions in regards to classroom management of a particular stage and/or new

5、language.ProblemSolutionWhen students want to describe people looks,they may not know to use theTo make up a chant to help them understand and memorize the rules.1proper“be or“have verb.2Students may forget using“of prep when they want to describe the peopleTo emphasis the“of prep with red chalk.who

6、 are of medium height/build.Procedure sectionProcedure sectionPlease include all stages,and enough detail for the reader to understand exactly what the teacher and studentsPlease include all stages,and enough detail for the reader to understand exactly what the teacher and studentsdodoStage/Stage/Ac

7、tivityActivityObjectiveObjectivePurpose(s)of stageWhy will you do it?TimeTimeHow manyminutes?ProcedureProcedureWhat will the teacher do?What will the teacher do?(think about your classroom instructions,CCQs and role)What will the students do?What will the students do?(Think about their interaction)1

8、Lead-inBegin to create anEnglish environment forthe lesson using familiarvocabulary and contests.3T:Hello!Boys and girls!Am I beautifulit?Is it curly or straight?Is it long?And Ithink I am of medium build,neither heavynor thin,yes?And am I of medium height?T:Write useful vocabulary on theblackboard(

9、likely responses:hair,height,build,feature,character etc)Students answer the questions by observing their teacherstoday?Please look at my hair,what colour is appearance.Students talk with partners(s-s)to brainstorm familiar oruseful vocabulary.2Model(textbookp43 3a)The sts are presentedwith four mod

10、els of thewriting task.At thisstage,they read themodels and notice themain points(i.e.use ofadjs and of medium).7T provides a gist task-underline all thewords or phrases that are used to describethe peoples hair,height and build in thefour models,gives the sts the worksheets.Students read the four t

11、exts and underline all the words orphrases that are used to describe the peoples hair,height andbuild in the four models,then complete the chart.NameWangMaryXu QianMikeNameappearancehairheightbuildothersWangMaryXuLinQianMikeappearancehairLinshortstraightshortcurlyblondebeautifulcurlylongblackshorta

12、littlebitvery tallofbrownheightbuildtallofof mediumthinT clarifies the use/meaning of vocabularythat is new or unclear using CCQs.(curlyMy hair is not straight.Is your hair straight?So curly means not straight)T lets the sts check their answers in thechart.othersmediumheavygood-lookinga little bitqu

13、iltmediumThe sts could check their charts with their partner or ask theteacher for help.Sts work in groups4 students in a group to discuss thepeoples hair,height,build,feature,characters etc.sts provides adjs and T writes examples.Next,sts write 12adjs(2 of medium phrases)on theworksheet.hairheightb

14、uildothers(feature,3BrainstormStimulate the sts to findmore familiar/relatedvocabulary.Change from receptiveskills to productive.Now T changes the focus(from the teachers lookto 4 kids looks in themodels)to begin theprocess of planning towrite.51T sets taskthink of some adjs todescribe peoples hair,

15、height,build,feature,characters etc.T elicits ideas(adjs)from the sts and writeson the blackboard.T also clarifies meaning of adjs and providesalternatives.2T asks the sts to go on finishing thetask on the worksheets and providesinstructions(use ICQS herewhatsquestion number 1?)hairheightbuildcharac

16、ters)others(feature,characters)(3)T may give the sts some help withspelling.4First draftIts useful for sts topractice writing alonebecause exam writing isa solo activity.Sts donthave the pressure ofwriting a perfectessay-this is just a draft.5T sets the task of writing a first draft.(aboutSts work i

17、ndividually to produce 4 sentences about the partner syour partner)T should encourage all the sts to practisingwriting,but dont interrupt them unless theyneed help.appearancemaking use of the adjs they have alreadybrainstormed and any other ideas they have.5Peer editing(1st time)This is a learner-tr

18、ainingand confidence-buildingactivity.T shouldnt be too strict,but should encourage ststo notice mistakes intheir work and offerpossible correction-this isan important part of theprocess of writing.5T provides 4 model sentences to the peerediting on the blackboard.(1)He/Shehashair.His/Her hair is.(2

19、)He/She isof medium height.He/She is tall.(3)He/She is of medium build.He/She isthin.(4)He/She is quiet.He/Shelikes.T may help the sts choose to use has andis correctly.And T should help the sts touse of mediumcorrectly.This should help sts produce better writingsin the next draft.Sts exchange paper

20、s(s-s)and look for errors.Sts help their partners to correct their mistakes.If the sts have time,the grouper can make a list of commonmistakes.They are beginning to develop the skill of self-correction.6Second draftThe sts now try to create8a full text.There is aspecific time and wordlimit(to help w

21、ith theexam preparation)T sets the main writing task.Sts write a short essay about one of their classmatesindividually,but dont write the classmates name.The wordlimit 60-80 words and the time limit is 8 minutes.7Peer editing(2nd time)This encourages the ststo notice therequirements in exam.To culti

22、vate good habitsabout writing andaccumulate writing skillsduring the modifiedprocess.5T reminds students to pay attention to thelinked words(but,and,so,because etc).T may guide the sts from the followingseveral aspects to modify(punctuation,spelling,grammar,the words right orderetc).The sts read the

23、ir peered essays(s-s)and help their partners tocorrect their mistakes.8DisplayTo develop the students4self-confidence andenjoy their ownachievements afterworking hard.T enjoys the best essays and plays theguessing game with the sts.Each group chooses the best essay from their peered essays,read it i

24、n front of class.If the other groups guess who he/she iscorrectly,stick the essay on the blackboard or the wall.9SummarizingLet students understand3the basic skills of thefigure description andrequirements.T writes the following points on theblackboard:name,gender,age,identityhair,height,build,chara

25、cter,hobbies etcand two key verbs-has,is.T writes the list of the common errors inwriting on the blackboard.(or PPT)T writes the list of the linked words(but,and,because,so)Sts have a discussion in group about the lessons content tobrainstorm some aspects/elements of the writing.Sts make a list of t

26、he common errors in writing.Sts list the linked words that can be used in the essay.MaterialsMaterialsWrite what materials you are using and where(what book,internet site,etc)the information comes from.You must reference all handouts,and attach a copyof each with your plan.(Example reference:Go for

27、it!,David Nunan,Peoples Education Press,2002,p.46.)Go for it!,David Nunan,Peoples Education Press,2007,unit 7,p.45.(3a)Self-EvaluationSelf-EvaluationPlease complete all parts of this form after teaching your lesson and give it to your tutor.Were your lesson aims achieved?What evidence can you show t

28、o prove this?Yes.They can describe the classmates appearances from the hair,build,height or others with the Present Tense vividly.Which stages and activities went well?Why did they go well?Give evidence.The“brainstorm and“Peer editing(2nd time)went well.Students liked“brainstorm very much.This activ

29、ity can arouse most students interest to participate in learning.“Peer editing(2nd time)can arouse students participation,raises the cooperation.Which stages and activities did not go well?Why didnt they go well?Give evidence.Summary didnt go well.Its a bit uninteresting.If you taught this lesson again,what would you do differently?To design some activities in Summary part,such as a kind of competition.